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Arab World English Journal (AWEJ) Special Issue on Artificial Intelligence, No. 3. 2026. Pp.361-375
Faculty of Foreign Languages, Ho Chi Minh City Open University, Vietnam
Graduate School, Ho Chi Minh City Open University, Vietnam
A novel artificial intelligence (AI)-driven approach was designed to support Vietnamese learners of English as a Foreign Language (EFL) to improve their grammar in writing tasks. Among AI tools, ChatGPT, into the students’ writing learning process, curent research explores how ChatGPT can impact grammar accuracy in writing. The approach is evaluated through classroom implementation and learner reflections, demonstrating its efficacy in to identify grammatical issues and to develop self-correction. A quasi-experimental study was designed to measure the impact of a ChatGPT powered language model on first-year English majors’ writing skills in a remote university in Vietnam. Using a quantitative design, the current study involves 90 participants, divided equally into an experimental group with 45 students, and a control group of 45 ones. The experimental group applied ChatGPT to compose and receive real-time feedback on writing assignment, while the control group received traditional classroom instruction. The writing’s grammatical competence was examined through the pre- and post-tests. The results drawed that the experimental group’s scores significantly outperformed the control group in terms of grammatical accuracy scores through the analysis results from SPSS. Along with this, questionnaire data interpreted the experimental participants hold positive attitudes towards integrating ChatGPT in writing’s grammar among the experimental group participants. These findings suggested that ChatGPT can improve grammar instruction as an effective writing assistant in EFL context, providing real-time feedback and promoting autonomous learning. In addition, the current study also implied that educators should address overreliance and gaps in technology knowledge for instruction. Finally, the study’s limitations on small sample size, short intervention, unaccounted student differences, limiting generalizability, are expected to be done in the future research.
Vo, T. L., & Ho, T. M.P. (2026). A Quasi-Experimental Study on Enhancing EFL Learners’ Grammar Precision in Writing Skills under Supported-ChatGPT Approach at a University in a Remote Region of Vietnam. Arab World English Journal, Special Issue on Artificial Intelligence,(3):361-375
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Thuy Linh VO is a dedicated English lecturer at Ho Chi Minh City Open University, Vietnam, holding a Ph.D. in Theories and Methodologies of English Language Teaching. Her academic passion lies in exploring innovative approaches within the field of English Language Teaching (ELT), with a particular focus on pronunciation instruction, technology-enhanced learning, and the integration of Artificial Intelligence (AI) in lesson design. ORCID: https://orcid.org/0000-0002-5837-9696
Thanh My Phuong HO got her Doctoral Degree from University of Southern California, USA. She has worked as a university lecturer and educational manager for over 30 years. She teaches Graduate programs in TESOL at Curtin University, Australia and HCMC Open University. She is the supervisor of several Master Theses in TESOL and education. ORCID: https://orcid.org/0009-0009-1838-3488